Preterm children born below 33-35 weeks of gestation have an increased risk of mathematical difficulties
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Preterm children born below 33-35 weeks of gestation have an increased risk of mathematical difficulties. / Wiingreen, Rikke; Greisen, Gorm; Løkkegaard, Ellen C. L.; Torp-Pedersen, Christian; Sørensen, Kathrine K.; Andersen, Mikkel P.; Hansen, Bo M.
In: Acta Pædiatrica, Vol. 113, No. 2, 2024.Research output: Contribution to journal › Journal article › Research › peer-review
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TY - JOUR
T1 - Preterm children born below 33-35 weeks of gestation have an increased risk of mathematical difficulties
AU - Wiingreen, Rikke
AU - Greisen, Gorm
AU - Løkkegaard, Ellen C. L.
AU - Torp-Pedersen, Christian
AU - Sørensen, Kathrine K.
AU - Andersen, Mikkel P.
AU - Hansen, Bo M.
N1 - © 2023 The Authors. Acta Paediatrica published by John Wiley & Sons Ltd on behalf of Foundation Acta Paediatrica.
PY - 2024
Y1 - 2024
N2 - AIM: To investigate the association between gestational age (GA) and grade point averages by domains of language and mathematics at the end of lower secondary education.METHODS: A nationwide register-based study including all Danish children born in 1992-1997 who completed lower secondary education. Grades were evaluated by GA. Domain-specific differences in grades were investigated, and academic profiles were made.RESULTS: The study population comprised 319 796 children. For language, only minor differences in grades were observed. The grades in mathematics ranged from 7.02 (95% confidence interval [CI]: 7.00-7.04) at GA = 40 weeks to 5.86 (95% CI: 5.61-6.11) at GA <28 weeks. Grade differences showed lower grades in mathematics, compared to language, below GA 33-35 weeks. The academic profile of mathematical difficulties was more prevalent among GA <32 weeks. Average/high grades within both domains represented the predominant academic profile, constituting 68.8% at GA 39-41 weeks and 56.6% at GA <28 weeks.CONCLUSION: Only in mathematics decreasing GA was associated with lower grades. Increased mathematical difficulties were found below GA 33-35 weeks. The academic profile of mathematical difficulties was more prevalent among GA <32 weeks. However, the absolute differences in grades were small, and the predominant academic profile was average/high grades within both domains across all GA.
AB - AIM: To investigate the association between gestational age (GA) and grade point averages by domains of language and mathematics at the end of lower secondary education.METHODS: A nationwide register-based study including all Danish children born in 1992-1997 who completed lower secondary education. Grades were evaluated by GA. Domain-specific differences in grades were investigated, and academic profiles were made.RESULTS: The study population comprised 319 796 children. For language, only minor differences in grades were observed. The grades in mathematics ranged from 7.02 (95% confidence interval [CI]: 7.00-7.04) at GA = 40 weeks to 5.86 (95% CI: 5.61-6.11) at GA <28 weeks. Grade differences showed lower grades in mathematics, compared to language, below GA 33-35 weeks. The academic profile of mathematical difficulties was more prevalent among GA <32 weeks. Average/high grades within both domains represented the predominant academic profile, constituting 68.8% at GA 39-41 weeks and 56.6% at GA <28 weeks.CONCLUSION: Only in mathematics decreasing GA was associated with lower grades. Increased mathematical difficulties were found below GA 33-35 weeks. The academic profile of mathematical difficulties was more prevalent among GA <32 weeks. However, the absolute differences in grades were small, and the predominant academic profile was average/high grades within both domains across all GA.
U2 - 10.1111/apa.16976
DO - 10.1111/apa.16976
M3 - Journal article
C2 - 37750237
VL - 113
JO - Acta Paediatrica
JF - Acta Paediatrica
SN - 0803-5253
IS - 2
ER -
ID: 369771738